The effect of verbal instructions on preschool children's aggressive behavior


Journal Article

Aggressive preschool children were instructed by their teacher on the harm that results from aggression, its lack of effects as an interpersonal strategy, and the benefits that result from prosocial alternatives. Results from a time-lagged design indicated that aggressive behavior decreased and positive behavior increased as a result of these instructions. Data on maintenance of change suggest the possibility that the effects may be lasting. Overall, findings indicate that instructing children individually can be an effective strategy for modifying social interaction. © 1978.

Full Text

Duke Authors

Cited Authors

  • Zahavi, S; Asher, SR

Published Date

  • January 1, 1978

Published In

Volume / Issue

  • 16 / 2

Start / End Page

  • 146 - 153

International Standard Serial Number (ISSN)

  • 0022-4405

Digital Object Identifier (DOI)

  • 10.1016/0022-4405(78)90053-5

Citation Source

  • Scopus